Readers Theatre: effects on word recognition automaticity and reading prosody

Abstract

In this quasi-experimental study, the researchers examined the effects of implementing Readers Theatre in a second grade classroom, comprised of seven and eight-year-old students. The 70 subjects were chosen as a non-probability sample from two different classes and served as the treatment (n = 29) and comparison (n = 41) groups. A repeated measures analysis of variance revealed statistically significant interaction and time effects. The post hoc analysis of simple effects indicated that the Readers Theatre treatment yielded larger effects on word recognition automaticity and prosody. Practical implications of this study suggest that consistent implementation of Readers Theatre in grade two classrooms can have a large impact on students' reading fluency. What is already known about this topic• Readers Theatre can increase students' reading fluency • Readers Theatre is an engaging classroom activity What this paper adds• This presents a more rigorous analysis of Readers Theatre's effect on reading fluency • This is the first Readers Theatre study to conduct inferential analyses involving a control and treatment group • This is the first Readers Theatre article that compares mean difference effect sizes Implications for theory, policy or practice• Readers Theatre has a large effect on word recognition automaticity • Readers Theatre has a large effect on reading prosody • Students in classrooms that utilise Readers Theatre demonstrate greater gains in fluency than those classes who do not use Readers Theatre

Outcomes of a Readers´ Theatre Program on Oral Reading Prosody: An Exploratory Study in Different Environments

“…Much of the research that has been done, concerning programs to develop fluency, have not always put their attention on prosody (Rasinski, 2014;Young & Rasinski, 2017), but to reach the reader accuracy and automation. Furthermore, it is not easy for a teacher to find reading strategies that draw the attention of school children and by which they feel motivated.…”

“…Several studies have observed that the use of the readers' theatre in systematic programs carried out with primary school students brings benefits for prosody in reading (Garzón et al, 2008;Keehn, 2003;Mraz et al, 2013;Young & Rasinski, 2009. Young & Rasinski (2017) notes that this technique is one of the best to develop and improve the fluency of students. The improvement of this ability would not only be appreciated in the rehearsed scripts, but it would also transfer to previously unread texts (Keehn, 2003;Millin & Rinehart, 1999;Tyler & Chard, 2000).…”

The Effect of Readers Theater on EFL Seventh-Graders’ Reading and Listening Comprehension

“…As readers' oral prosody improves, their comprehension also gets better (Paige et al, 2012). However, a student's level of decoding accuracy may be based on the condition of his/her overall rate of word recognition (Young & Rasinski, 2018). This is because too fast reading does not indicate good comprehension.…”

“…First, RT did affect EFL adolescents' English reading comprehension significantly. Comprehension may result from repeated reading and continuous rehearsal which subsequently contribute to oral reading fluency, just as Young and Rasinski's (2018) assertion that the doubled mean reading rate as a result of RT provided students the ability and opportunity to read better. Another explanation for good comprehension was students' involvement in attempting to become the characters and realize their feelings for the final performance on stage.…”

Reading Fluency Through Reader’s Theater.

“…Fluency is usually compared with the reading speed and the number of words read per minute (Calero, 2014) [18]. In fact, Readers Theatre can have an enormous impact on students' reading fluency (Young & Rasinski, 2017) [19].The quantity of words read per minute, makes the reader to be considered more fluid. But, it is also important for the reader to be able to understand the message of the text.…”